Giáo án Tiếng Anh 9 (Unit8-Unit10)

unit 8: celebration
Lesson 3: Section: - Listen (page 68)
Period 52: - Language Focus (page 72-73)
Aim
- Further Practice in adverbial clauses of concession.
- Filling the missing words by listening to a song.
Objective
By the end of the lesson, students will be able to use though/
although/ even though to combine sentences and to complete a song.
Teaching aids
Text books, picture.
Procedure
Stage Steps/ Activities
Work
arrangement
Warm-up
* Listen To A Song:
-Let students listen to the song Auld Lang Syne for fun
Pre-listening I.Pre-Teach Vocabulary
- Auld Lang Syne (N): tên 1 bài hát: The
Good Old Days
- Due To (Adj): do bởi, tại
(Synonyms): caused by
- Bureau (n) : văn phòng, cục, sở
(synonyms: a business office, department)
- Acquaintance (n): ngời quen biết
(example)
- Trusty (adj): đáng tin cậy
(translation)
T- whole
class

* Checking vocabulary: Slap the board
- Put each word in a circle.
- Call two students from two teams to the front of the
board.
- Call out one of the new words in Vietnamese in a
loud voice, the two students must run forward and slap the
word on the blackboard. The one who slaps the right word
first is the winner.
- Ask two more students to come forward, etc... until
all the words are slapped.
II.Guessing.
- Have students listen to the song Auld Lang Syne
and work in pairs to guess the words in the blanks
Pair work
While
listening
- Give feedback.
- Let students listen to the song twice and check their
guess.
- Give feedback.
Individual
work.
* Answer keys:
a. days
b. take
c. mind
d. hand
e. kindness
* Tape Transcript.
Auld Lang syne

acquaintance
due to
bureau
trusty
traffic jam
Sould Auld acquaintance be forgot.
And never brought to mind?
Should Auld acquaintance be forgot.
And days of Auld Lang Syne?
For Auld Lang Syne, my dear,
For Auld Lang Syne,
We'll take a cup of kindness yet
For Auld Lang Syne,
Should Auld acquaintance be forgot
And never brought to mind?
Should Auld acquaintance be forgot.
And day s of Auld Lang Syne?
And here's a hand, my trusty friend
And give a hand o'thine
We'll tak' a cup o' kindness yet
For Auld Lang Syne.
Presentation
- Set the scene:
Thu Ha is not satisfied with her preparations for Tet.
Thu Ha has decorated her house and made plenty of cakes.
- Ask students to combine two sentences above into
one by using a connective - even though.
- Thu Ha is not satisfied with her preparations for Tet
even though she has decorated her house and made plenty
of cakes.

even though
though + adverbial clause of
concession
although
T-whole class
Practice
- Have students do Language Focus 3 exercise Individual
Individually. They have to join the sentences, using
though, although or even though.
- Call on some students to read aloud their sentences
and correct their mistake.
work
* Answer keys:
b. Although we don't have a Monther's Day in
Vietnam, Dad and I have special gifts and parties for my
Mom every year on the 8
th
of March.
c. We went to Hanoi to watch the parade on the
National Day last year even though we live in Nam Dinh.
d. Many tourists enjoy most of the festivals in
Vietnam, though they do not understand Vietnamese
culture very much.
e. Even though in Australia Christmas season is in
Summer, people enjoy Christmas as much as they do in
other European countries.
F. Although Jim came to the show late due to the
traffic jam, he could see th main part of the show.
Further
practice

- Have students look at the pictures on page 72-73 and
complete the sentences, using correct tense of the verbs.
- Use the sentence a as an example. Ask students to
use correct tense of the verbs and the cues given below
each picture.
- Get students to work in pairs.
- Call on some students to read aloud their sentences,
teacher corrects their mistakes.
Pair work
* Answer keys:
a. Although Mrs. Thoa was tired, she helped Tuan
with his homework.
b. even though Liz has an exam tomorrow, she is still
watching TV now.
c. It rained yesterday although the weather bureau
predicted the weather would be fine.
d. Ba ate a lot of food though he wasn't very hungry.
e. Even though the keyboard wasn't working well,
Mary tried to finish her letter.
Homework
- Get students write 5 sentences, using advebs
clauses of concession.
unit 8: celebration
Lesson 4: Section: - Read (page 68-69)
Period 53:
Aim
Reading for details about children's emotion on Father'Day.
Objective
By the end of the lesson, students will know more about the
opinions, feelings, and memories of children about their father on the Father's

Day in the U.S. A and in Australia.
Teaching aids
Text books.
Procedure
Stage Steps/ Activities
Work
arrangement
Warm-up
* Pelmanism:
- Prepare twelve cards with numbers on one side and
the dates (6 cards),the celebrations (6 cards) on the other
side.
-Make sure the celebrations and the dates are mixed up
T-whole class
- Stick the cards on the board so students can only see
the numbers.
-Divide the students into two teams and ask each
team to choose two numbers in turns.
- Turn over 2 cards at a time and see if they match.
Eg: independence Day - 2/9
- Give them one mark. If not, turn the cards over
again and ask the next team to choose.
- Continue until all the cards are finished.
• Card 1: Women's Day
• Card 2: Teacher's Day
• Card 3: Vietnamese Independence Day
• Card 4: 8/3
• Card 5: 20/11 (Noverber 20)
• Card 6: Children's Day
• Card 7: June 1

• Card 8: May Day
• Card 9: 2/9 (September 2)
• Card 10: Christmas Day
• Card 11: December 25
• Card 12: May
Pre-reading I. Preteach vocabulary
- hug (n): «m (khi chµo nhau)
(mime)
- considerate (adj)
(translation: how do you say "©n cÇn, chu ®¸o" in
T-whole class
English?)
- generous (adj): réng lîng
(opposite: what's the opposite of "mean"?)
- priority (n): sù u tiªn, quyÒn u tiªn
(explanation: being earlier in time or order)
- sense of humor (n): khiÕu hµi híc
(translation)
- distinguish (v): ph©n biÖt, lµm kh¸c biÖt
(translation)
- terrific (adj): tuyÖt vêi, kú diÖu
(synonym: terrible)
* Checking vocabulay:
Rub out and Remember.
- Have students say the words in chorus.
- Rub out the words one at a time but leave the
Vietnamese translation.
- When all the English words are rubbed out go
through the Vietnamese list and get students to call out the
Englsh equivalent.

II. Prediction.
* Setting the scene: On Father's Day in Australia and
in the USA, children show their love to their fathers by
giving their father presents, cards.
- Ask students to think of the adjectives that children
use to talk about their fathers.
- Give feedback.
Individual
work
* Possible answers:
• strong
• generous √
• considerate √
• handsome
• humorous √
• healthy
• great √
• the best √
• terrific √
While
reading
1. Reading and checking:
- Have students read the opinions, feelings and
memories of children about their fathers on Father's Day
in Australia and the USA.
- Ask them to compare the adjectives they guess with
the adjectives Rita, Bob and Jane use to describe their
fathers.
2. Comprehension questions.
- Get students to work in pairs to answer the

questions on page 69.
- Give feedback. Teacher can ask students to write
the answers on the board.
- Have students practice asking and answering the
questions in open pairs and then closed pairs.
Pair work
* Answer keys:
a. who do you think Rita send this card to?
- To her dad.
b.Is Jane's father alive or dead? How do you know this?
- He is possibly dead. These ideas may tell about that:
...... how much you are missed ............, I now have
children, Dad,....
c. What quality makes Bob's father different from
others?
- His sense of humor.
d. What image of a father can you draw from the
three passages?
- The best person in the world, a teacher, a care taker,
a friend,...
Post reading
* Writing:
Have students write their feelings, opinions, and
memories about their fathers. Three passages are samples.
They should write Individually and then share with their
partners.
unit 8 : celebration
Lesson 5: Section: - Write (page 70)
Period 54:
Aim

Writing a letter to a friend.
Objective
By the end of the lesson, students will be able to write a letter to a
friend/ pen pal to share their ideas.
Teaching aids
Text books.
Procedure
Stage Steps/ Activities
Work
arrangement
Warm-up
* Word Square:
- Divide the class into two teams.
- Have students go to the board and circle the words
they words they find.
Groupwork
The team which circles more words will win the game.
c e l e b r a t e m
s i f l o w e r s e
p k p o p r s t u m
e o n m o y w w v o
c i a l f o o d z r
t r a d i t i o n y
f i a o d c b a n m
i g i l m n d r a c
g h k r q o p s y w
: celebrate, tradition, flowers
: card
: special food
: gift

: memory
Pre writing I. Pre teach vocabulary
- enhance (v): tăng cờng, tôn lên
(explanation: add to the value, size, beauty of...)
- have a day off: nghỉ 1 ngày
(translation/ example)
- support (v): ủng hộ, hỗ trợ
(synonym: help, give strength to)
- nationwide (adv): toàn quốc, cả nớc
(translation)
T-whole class
* Checking vocabulary: what and where.
nationwide
enhance
a day off
support
tradition
- Have students repeat the words chorally, then rub
out word by word but leave the circle.
- Go on until all the words are rubbed out.
- Point to each circle and ask students to repeat in
chorus the English words.
- Have students go to the board and write the words
again in the correct circles.
II. Ordering
- Ask students to keep their books closed, show the
outline on the board.
- et students to put the parts in the correct order.
(1) Give details about:
• When to celebrate, in what season, or what month

(why?)
• How to celebrate: having parties, sending cards...
• What special gift to give.
• What special food to offer.
Pair work
(2) State whether or not you think your idea will be
supported and you hope the day will be celebrated
nationwide.
(3) Tell your friend the reason for celebrating this day.
* Answer keys:
- paragraph 1: (3)
- paragraph 2: (1)
- paragraph 3: (2)
While
writing
- Have students write individually to a friend to tell
him/ her about why they want to celebrate Mother's Day or
Father's Day in Vietnam and how to celebrate it. The
outline on page 70 will help students to write easily.
* Suggested ideas:
In my opion, it is essential to have a day to celebrate
for our parents.
On these occasions, children will have a special day
to express their feelings, memories and love for their
parents. We have an opportunity to enhance family
traditions. Members of families can have a chance to get
together, to know one another and to help one another.
I think firstSunday of April is suitable. Sunday is a
day off so everybody is free from work or study. April is
late Spring or early summer, and the weather is generally

fine at this time of the year, many activities can happen
outdoors.
It is not necessary to have parties but it's a good idea
to have lunch or dinner with all members of the family.
Children should give their parents flowers, send them
cards, or bring them special cake. Moreover, children
should serve their parents the food that they like best.
I believe the idea will be supported and the day will
be celebrated nationwide because everybody loves their
parents and want their parents to be happy.
Pair work
Post writing
- Have students shre their writing with their partners
and correct their partner's mistakes.
- Ask some students to read aloud their writing before
class.
- Get students to give their opinions.
- Correct mistakes.
Homework
- Have students write on their notebooks.
unit 8: celebration
Lesson 6: Section: - Language 1-2 (page 70-71)
Period 55:
Aim
Practice in Relative clauses
Objective
By the end of the lesson, students will be able to use relative
clauses
Teaching aids
Text books, picture

Procedure
Stage Steps/ Activities
Work
arrangement
Warm-up
* Jumbled words:
- Write the words whose letters are in a random order
on the board (or on the poster).
- Divide the class into two teams. Students from 2
teams go to the board and write the correct words.
- The team which writes more correct words first will
win the game.
1. tlaouhgh = although
2. lofk = folk
3. ubclpi = public
4. ppaenh = happen
5. stieavfl = festival
T-whole class
Presentation I. Pre teach vocabulary
- compose (v): s¸ng t¸c, so¹n th¶o.
(translation)
- culture: nền văn hoá.
(translation)
- occur (v): xảy ra
(synonym:
- satisfy (v): làm thoả mãn
(synonym: please)
- viole (n): màu tím
(realia)
- jumper: áo tròng qua đầu

(realia/ picture)
- lap (n): đùi (từ hông đến gối)
(realia)
* Checking vocabulary: Slap the board
- Put each word in a circle.
Pair work /
team work
- Call 2 students to stand at an equal distance from
the board.
- Call out one of the new words in Vietnamese
loudly, the two students must run forward and slap the
English equivalent. The one who slaps the right word first
is the winner.
- Ask two more students to come forward, etc... until
all the words are slapped.
II. Presentation.
T-whole class
compose satisfy jumper
culture
occur
violet
lap
- Show a picture of 2 girls - Lan, Mai. They are
sitting in a room with some books on the table.
- Have students look at the picture and complete the
dialogue.
A - Who is Lan?
B - She is the girl _______ (1) is wearing a _______
(2) shirt.
A - What books are those?

B - They're novels _______ (3) are _______ (4) by a
famous_______(5).
*Answer keys:
(1) who
(2) blue
(3) which
(4) written
(5) writer
* Form and use: Relative Pronouns who, which.
• who -which: replace the pronoun.
• Who is used for people, which is used for things.
- Have students work in pairs to do Language Focus 1
exercise. They have to join the sentences, using relative
lauses.
Practice
*Answer keys:
a. Auld Lang Syne isa song. Auld Lang Syne is sung
on New Year's Eve.
- Auld Lang Syne is a song which is sung onNew
Year's Eve.
b. This wat is a gift. The watch was given to me by
Pair work
aunt on my 14
th
birthday.
c. My friend Tom can compose songs. Tom sings
Western folk songs very well.
- My friend Tom, who sings Western folk songs very
well, can compose songs.
d. We often go to the town cultural house. The town

cultural house always opens on public holidays.
- We often go to the town cultural house which
always opens on public holidays.
e. I like reading books. Books tell about different
peoples and their cultures.
- I liek readingbooks which tell about different
peoples and their cultures.
f. On my Mum's birthday my Dad gave her roses. The
roses were very sweet and beautiful
- On my Mum's birthday my Dad gave her roses
which were very sweet and beautiful.
g. Judy liked the full - moon festival very much. The
festival happened in mid - fall.
- judy liked the full - moon festival which happened
in mid - fall very much.
h. Tomorrow Iwill go to the airport to meet my
friends. My friends come to say with us during Christmas
- Tomorrow I will go to the airport to meet my
friends who come to stay with us during Christmas.
- Have students look at 2 pictures on page 71 to
dexcribe each of the people in the pictures, using Relative
Clauses.
- Have students work in pairs and then read aloud
each sentence before class.
Production
* Answer keys:
a. Mom is the woman who is sitting in an armchair/
receiving a gift from the little girl.
b. Dad is the man who is standing behind my sister.
c. Linda is the little girl who is wearing a pink dress/

giving a gift to Mom.
d. Grandmother is the woman who is wearing a violet
blouse/ giving a gift to the baby.
e. Uncle John is the man who is wearing a pink jumper.
f. Jack is the little boy who is sitting on his mother's lap
Pair work
Homework
- Have students write sentences to describe the people
in the two pictures on page 71 in their notebooks.
unit 9: natural disasters
I. Aim
Helping students:
- to make predictions.
- to talk about the weather forecast.
- to describe events.
- to write a story.
II. Language focus
3. Relative pronoun: who - that -which.
4. Relative Clauses (difining and non defining)
III. Vocabulary
Verbs: Adjectives: Nouns:
(to) behave abrupt battery temperature
(to) border extensive bureau
thunderstorm
(to) collapse tidal carriage tide
(to) destroy coast typhoon
(to) erupt damage volcano
(to) expect earthquake volume
(to) lift flashlight disaster
(to) trust forecast

(to) warm Funnel
highlands
Pacific Rim
V. Unit Allocation
Lesson 1 (2) Listen and Read.
Reading a dialogue for details about the weather
forecast and completing the information.
Lesson 2 (3) Speak
Practicing speaking about what to prepare for a
typhoon.
Lesson 3
(1) Before you read
(5) Read
Reading a text about natural disasters for details
Lesson 4 (6) Write Writing a story about a typhoon
Lesson 5 (4) Listen Listening for details to complete a table and
Language Focus 1-2
Further Practice in Relative pronouns: who -
which - that.
Lesson 6 Language Focus 3-4
Further Practice in defining Relative clauses and
non defining Relative clauses.
unit 9: natural disasters
Lesson 1: Section: - Listen and read (page 74-75)
Period 56:
Aim
Reading a dialogue for details about the weather forecast.
Objective
By the end of the lesson, students will be able to get the
information about weather from the weather forecast.

Teaching aids
Text books, pictures.
Procedure
Stage Steps/ Activities
Work
arrangement
Warm-up
* Chatting:
- Ask students some questions about weather.
• What's the weather like today?
• Do you like hot/cold water?
• Have you ever listened to the weather forecast on
the radio or on TV?
•Do you think weather forecast is useful for us? How
is it useful?
T-whole class
Pre reading II. Pre - teach vocabulary
- turn up (v): ®iÒu chØnh to lªn
(©m thanh TV, radio)
(mime)
- expect (v): mong đợi, chờ đón
(translation)
- thunderstorm (n): bão có sấm sét, ma to
(picture)
- Delta (n): vùng châu thổ
(visual)
- just in case (n): phòng thi, lỡ khi
(translation)
- trust (v): tin tởng, tin là thật
(synonym: rely on)

* Checking vocabulary: what and where
T-whole class
- Have students repeat the words chorally then rub
out word by word but leave the circles. Remember to let
students repeat before and after rubbing out each word.
- Go on until students can remember the words.
- Getstudentsto write the words again in the correct
circles.
II. Pre-questions
- Set the scene: Thuy is talking to her grandmother
while they both are watching TV.
- Give students one question and ask them toguess
the answers.
a. What are they watching?
Pair work
expect delta trust
thunderstorm
turn up
just in
case
- Give feedback.
* Answer keys.
a. They are watching the weather forecast on TV.
While
reading
I. Gap filling.
- Have students read the dialogue silently and do
exercise 2b on page 75.
- Get them to share their answers with their partners.
- Give feedback.

Individual
work Pair
work
* Answer keys:
1. Thuy's grandmother wants her to turn up the
volume on TV because she wants to listen to the weather
forecast.
2. The coast of Thanh Hoa will be raining.
3. The central highlands will experience
thunderstorms.
4. Ho Chi Minh City will have temperature between
27
0
C and 35
0
C.
5. Although Thuy's grandmother doesn't trust weather
forecast she likes watching them.
II. Comprehension questions:
- Show the questions on the poster. Ask students to
answer the questions in pairs.
- Get students to call out their answers, teacher
corrects if necessary.
Pair work
* Answer keys:
1.Why does Thuy's grandmother ask her to turn up
the volume?
- Because she wants to listen to the weather forecast.
2. Which City is the hottest today?
- Ho Chi Minh City is the hottest.

3. Where is Thuy going?
- She going on to a park on the other side of Thang
Long Bridge with her old friends (she's going on a picnic)
4. What does Thuy's grandmother want her to do?
- She wants her to bring along a raincoat.
- Have students practice asking and answering in pairs.
III. Practice the dialogue.
- Let students listen to the dialogue and focus on the
pronunciation.
- Call on some students to play the roles of Thuy,
grandmother and weatherman to practice the dialogue.
- Ask students to practice the dialogue in group of
three.
Group work
Post reading
* Speaking:
- Ask students to read again the weather forecast on
TV and notice some phrases.
* will have temperature between ........... and ............
*will experience temperature between ..... and.........
* HCM' temperature will be between ....... and ........
* can expect clouds/ thunderstorms.
- Ask students to look at the map and play the role of
the weatherman to present the weather forecast, based on
the information given.
- Call on some students to present before the class.
- Have students work in pairs- one student speaks, the
other listens.
Homework
- Ask students to write a weather forecast. The

dialogue will help them. Students can change the
information, the places...
unit 9: natural disasters
Lesson 2: Section: - Speak (page 76-77)
Period 57:
Aim
Practice speaking about preparations for a typhoon.
Objective
By the end of the lesson, students will be able to talk about what
they want to buy and do to prepare for a typhoon.
Teaching aids
Text books, posters.
Procedure
Stage Steps/ Activities
Work
arrangement
Warm-up
* Brainstorming:
-Have students think about what they do to prepare
for a typhoon.
- Have students to go to the board and write down.
T-whole class
* Possible answers:
+ Check the doors and the windows.
+ Cut some branches of high trees in the garden or
around the house.
+ Buy oil, gas.
+ Buy candles
+ Check the roof.
Preparation

for a typhoon
Buy food
Store water
Presentation I. Pre - teach vocabulary
- bucket (n): c¸i x«
(visual)
- leak (n): chç thñng, chç dét
(visual)
- tie (v): cét, trãi
(mime)
- latch (n): c¸i chèt cöa
(picture)
T-whole class
- ladder (n): c¸i thang
(picture)
- blanket (n): c¸i mÒn
(picture)
- available (adj): cã s½n
(translation)
- damage (v): phã háng, lµm thiÖt h¹i
(synonym of hurt or spoil)
* Checking vocabulary: Slap the board.
- Write the Vietnamese translation all over the board.
- Call on two students or 2 teams of 4/5 students to
the front of the class.
- Call out the English words and two students run
forward to slap the Vietnamese word on the blackboard.
The student slapping the correct word first gets one
mark.
T-whole class

ph¸ háng
c¸i thang
c¸i chèt cöa
c¸i mÒn
cã s½n
cét, trãi
chç thñng
must
may + infinitive
II. Revision:
* Form:
* Use: in deduction or prediction.
* Practice:
the water pipe may be damaged.
the water pipe may be damaged
there be must strong wind blowing
* Possible answers:
- There may be a power cut.
- There must be heavy rain.
- Big trees may fall down.
- The market may be closed.
- There may be a flood.
- .............................
Practice
- Have students do exercise 3a on page 76. The
students have to check (√) what preparations they think
should be done for a typhoon.
Pair work
* Answer keys:
√ Buying some canned food.

Painting the house.
Buying a dog
√ Buying candles.
√ Buying matches.
what happens if
there is a typhoon?